Students’ perceptions towards the grammar teaching at English literature department of Musamus university

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This study investigated the students’ perception concerning grammar teaching in English Literature Department at Musamus University which was obtained through a survey.

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International Journal of Mechanical Engineering and Technology (IJMET) Volume 10, Issue 03, March 2019, pp. 1826-1836. Article ID: IJMET_10_03_185 Available online at http://www.iaeme.com/ijmet/issues.asp?JType=IJMET&VType=10&IType=3 ISSN Print: 0976-6340 and ISSN Online: 0976-6359 © IAEME Publication Scopus Indexed STUDENTS’ PERCEPTIONS TOWARDS THE GRAMMAR TEACHING AT ENGLISH LITERATURE DEPARTMENT OF MUSAMUS UNIVERSITY Casimirus Andy Fenanlampir and Natalia Manuhutu English Education Department, Faculty of Teacher Training and Educational Science, Musamus University, Merauke, Indonesia ABSTRACT This study investigated the students’ perception concerning grammar teaching in English Literature Department at Musamus University which was obtained through a survey. A total of 75 undergraduate students studying English participated in this study. The participants responded to a questionnaire concerning the two focal points: (1) the importance of teaching and learning grammar, (2) pedagogy of grammar (teaching grammar implicitly and explicitly). The results of the study revealed that a majority of the participants perceived grammar is important in their study of English. In addition, they seemed to prefer both explicit and implicit grammar teaching in structure classes. The concluding discussion addresses suggestion about the need to consider students’ wants and needs by gauging their perceptions as the student evaluation of teaching in order to keep up the better improvement to the teaching of grammar in English Literature Department at Musamus University. Keywords: English grammar, students’ perceptions, implicit, explicit Cite this Article Casimirus Andy Fenanlampir and Natalia Manuhutu, Students’ Perceptions towards the Grammar Teaching at English Literature Department of Musamus University, International Journal of Mechanical Engineering and Technology, 10(3), 2019, pp. 1826-1836. http://www.iaeme.com/IJMET/issues.asp?JType=IJMET&VType=10&IType=3 1. INTRODUCTION The issue of teaching grammar has received considerable critical attention. There is a growing body of literature that recognises the importance of grammar teaching, but on the other side some experts argued that grammar should entirely be eliminated from language teaching. Consequently, English teachers would worry about the status of grammar within teaching and learning process due to the debate. Therefore, Male (2011) exposed that students’ views concerning grammar teaching in English as foreign language are important so they can throw light on the teaching process. http://www.iaeme.com/IJMET/index.asp 1826 editor@iaeme.com
Students’ Perceptions towards the Grammar Teaching at English Literature Department of Musamus University There is a growing body of literature that recognises the importance of grammar teaching. Grammar is an important aspect of language to form and build a well-structured sentence in English. Utami and Bambang (2006) confirmed that grammar is a fundamental in making up learners’ language skills and their communicative competence. Hence, grammar enables one to communicate in written or either orally and other people can understand his message. Besides, it also helps the language learners to avoid misunderstanding and misinterpretation of message delivered to other hearers or speakers. In addition, ambiguity might constantly occur if language learners do not have grammar ability. Therefore, it can be stated that grammar plays vital role in language learning and also it is an element that every English learners must possess. Azar (2007) added that without grammar, language learners would have only individual words or sounds, pictures and body expressions to communicate meaning. This statement shows the significant role of grammar towards communicative purpose as well as other skills. Furthermore, students can master grammar quite well; it must be supported by the good teaching of grammar, because it will influence students in learning and acquiring grammar knowledge. The preliminary study was conducted by the researcher in English Literature Department, the researcher deeply explored about the grammar teaching but focused only on one aspect in teaching such as the strategies used by the lecturers to teach. It was carried out by interviewing four lecturers who teach in structure classes and ten students (i.e., 2 students from class of 2014, 2 students from class of 2015, 2 students from class of 2016, 2 students from class of 2017, and 2 students from class of 2018). The result of the interview on grammar teaching which is specifically explored about strategies used is divided into two sides, students and lecturers. First one is the students’ side. They revealed that activities designed in the classroom were varied; commonly those were oral presentation and explanation. Both activities mainly required the students to do self-discovery, meaning that they learned the materials by themselves and tried to comprehend it. In oral presentation, students were given the copied modules in order to study and to make presentation with the partners using the slide show. Meanwhile, in explanation, lecturers merely explained the grammatical rules but previously, he or she had the students to learn the materials at home and to say any difficulty they found in order to ensure whether or not they understand. So, the lecturers’ explanation on the materials was intended to clarify what students did not understand. Another side is the lecturers’. In accordance with the facts revealed, they only said that in teaching at structure classes, various strategies were designed as mentioned earlier in order to engage the students with the teaching and learning process. In addition, in applying those strategies, they were merely grouping students into three to five people or even more than that, and sometimes had them to just sit in pairs. Then, it can simply be said that lecturers have to carefully consider appropriate strategies to use during the class in order to have students actively participate. Freeman (2003) said that foreign language grammar learning would not be complete without considering strategies. Based on the background of the study, thus the survey is carried out under the title “Students’ Perceptions Towards The Grammar Teaching of English Literature Department Students at Musamus University” in order to investigate the students’ views regarding the teaching and learning of grammar in English Literature Department. 2. METHODOLOGY The study was mainly quantitative in design. In quantitative approach, numerical data was sought and was also gained through administered questionnaire. The method used to carry out the study was Survey Research (Betaubun et al., 2018a, 2018b). In order to survey the students’ http://www.iaeme.com/IJMET/index.asp 1827 editor@iaeme.com
Casimirus Andy Fenanlampir and Natalia Manuhutu perceptions, questionnaire was the instrument used to gather data from the subject about their perceptions regarding the educational service, which is teaching and learning in English Literature Department. Moreover, due to its purpose is to describe something, i.e., a phenomenon of teaching and learning grammar, and then descriptive research will be also used for analyzing data. Johnson and Christensen (2008) affirmed that descriptive research focuses on describing the characteristics of a situation or phenomenon accurately. Thus, the result of this research will be elaborated descriptively. 2.1. Research Location and Research Design The study took place at Musamus University, Papua. The subject of this study were the students of English Literature Department at the class of 2014 to 2018. A quantitative approach was employed since this study was to survey the students’ perceptions, questionnaire was the instrument used to gather data from the subject about their perceptions regarding the educational service, which is teaching and learning English Literature Department. 2.2. Research Informants The population of this research was all students of English Literature Department, FKIP- UNMUS. The sample was taken by cluster random sampling technique. Therefore, in the study, the researcher took 28% of the population as the sample for collecting the data. So then, there were 75 respondents. The participants were randomly selected and asked to respond the questionnaire investigating the students’ perceptions on grammar teaching. 2.3. Data Collection Creswell (2008) mentioned the procedures of conducting survey research. First, in this phase of administering the instrument, the questionnaire was distributed to the participants of the survey. This phase requires obtaining the permission for the researcher to conduct survey. Then, the researcher collects data using the instrument with preset questions and responses. After that, data gained through questionnaire will be analyzed. Computer programs, specifically statistical program might assist the researcher in analyzing data or it could be done manually. The last phase is reporting. In this phase, the researcher writes the detailed information of result obtained including the discussion about the generalization of the result to the population. The instrument used to gain data from the respondents was questionnaire consisted of several items that deal with the purpose of the research. Questionnaire is used to collect the students’ perceptions concerning grammar teaching. Type of questions used is close-ended which enable the participants to choose the option of answers provided to questions regarding with their thoughts. Additionally, the instrument was directly administered to the respondents. Questionnaire consists of 30 items in the form of Likert-scale (from Strongly Disagree to Strongly Agree) surveying the students’ views on grammar teaching that are focused on 2 points, they are: 1) the importance of teaching grammar, 2) how grammar is taught; that it should be implicit or explicit. However, in order to develop an appropriate survey instrument, i.e., questionnaire, then an attempt should be carried out by doing pilot study to identify the items which are repetitive, unnecessary, and definitely unclear. It means that before it is utilized to collect data, the questionnaire is tested to several students from the sample to determine the reliability of the instrument (i.e., wording of questions are clear or either necessary). 2.4. Data Analysis Since this study collected the numerical data through administered questionnaires, it was analyzed quantitatively. The participants were required to express their agreement and disagreement towards 30 close-ended questions in the questionnaire. To analyze the http://www.iaeme.com/IJMET/index.asp 1828 editor@iaeme.com
Students’ Perceptions towards the Grammar Teaching at English Literature Department of Musamus University questionnaire, the researcher used the formula of Sudjana (1989). The result presented in percentage. The formula as follows: 𝐹 𝑥100% 𝑁 Descriptive analysis was used to explain the result of this research. The result of the questionnaire presented in percentage was described qualitatively or by words. 3. RESULTS The result of the research concerning the students’ perceptions on grammar teaching would be explained in the analysis below. In order to investigate the students’ perceptions on grammar teaching, the questionnaire with 30 items. The questionnaire focused on 2 main points, they are the importance of teaching and learning grammar; and teaching grammar implicitly and explicitly. The importance of teaching and learning grammar covers students’ opinions about grammar, students’ interest in learning grammar, students’ motivation in learning grammar, students’ learning style and students’ difficulties in learning grammar. While, teaching grammar implicitly and explicitly merely covers the students’ perceptions on activities in teaching and learning grammar. The section on the importance of teaching and learning grammar discusses students’ opinions about grammar, students’ interest in learning grammar, students’ motivation in learning grammar, students’ learning style and students’ difficulties in learning grammar. 3.1. The Importance of Teaching and Learning Grammar Grammar plays important role in teaching and learning a foreign language, English in particular. Grammar mastery affects one’ ability to use English properly, either it is in listening, speaking, reading and writing skill. The section on the importance of teaching and learning grammar discusses students’ opinions about grammar, students’ interest in learning grammar, students’ motivation in learning grammar, students’ learning style and students’ difficulties in learning grammar. 3.2. Students’ Opinions about Grammar The respondents’ opinions about grammar seemed varied. The researcher explored what students have in mind about grammar (Table 1). It was found that 49.3% strongly agreed and 37.3% agreed that grammar is essential to master English, only the rest 13% disagreed. However, English grammar differs from Indonesian grammar. The result denoted that 50.6% strongly agreed; 41.3% agreed; and 8% disagreed with this statement. Moreover, echoing the diversity of English grammar with Indonesian grammar; 50.6% of respondents agreed that English grammar is confusing and difficult to understand. Unlike Indonesian grammar which is easily understood because it is their mother tongue. Table 1. Students’ Opinions about Grammar RESPONSES No STATEMENTS SA A D SD f(%) f(%) f(%) f(%) Grammar is essential to master 1 37 (49.3) 28 (37.3) 9 (12) 1 (1.33) English. English Grammar differs from 2 38 (50.6) 31 (41.3) 6 (8) 0 (0) Indonesian Grammar. http://www.iaeme.com/IJMET/index.asp 1829 editor@iaeme.com
Casimirus Andy Fenanlampir and Natalia Manuhutu English Grammar is confusing 3 9 (12) 38 (50.6) 23 (30.6) 5 (6.66) and difficult to understand. Grammar is easy to learn but is 4 difficult to use in 16 (21.3) 37 (49.3) 15 (20) 7 (9.33) communicative context. Grammar is the correct use of 5 30 (40) 39 (52) 6 (8) 0 (0) tenses. Also, the students’ perception on the difficulty of grammar use in communicative context is very high although it is easy to learn. 21.3% strongly agreed; 49.3% agreed; 20% disagreed and 9.33% strongly disagreed with that statement. Somehow, it was found positively that 40% strongly agreed; 52% agreed that grammar is the correct use of tenses, only 8% disagreed. The result of this section implied that students tended to correlate grammar use with the written language, due to the majority of them found grammar difficult in communicative context. 3.2. Students’ Interest in Learning Grammar The distribution of the questionnaire to respondents revealed as shown in table 2 below that students interest in learning grammar because they like learning English grammar was quite high. The findings denoted that 36% respondents strongly agreed, 57.3% agreed; and only the rest 7% disagreed. It is supported by the findings related to students’ perception on the importance of mastering the detailed grammar which was quite striking. It was shown that 77.3% of participants strongly agreed, and only 3% disagreed. Table 2. Students’ Interest in Learning Grammar RESPONSES No STATEMENTS SA A D SD f(%) f(%) f(%) f(%) I like learning English 1 27 (36) 43 (57.3) 4 (5.33) 1 (1.33) Grammar. I find it important to master 2 58 (77.3) 14 (18.6) 2 (2.66) 1 (1.33) Grammar in detailed. I find English Grammar 3 26 (34.6) 33 (44) 13 (17.3) 3 (4) Teaching fun. Furthermore, students’ perceptions on the importance of mastering detailed grammar and their like in learning grammar are in line with their view of the teaching of English grammar, as seen item 3 of table above; 44% agreed that the teaching of grammar is fun but pathetically 17.3% of respondents disagreed with the item 3. These result seemed to indicate that students were highly interested in learning grammar as a mean to master English quite well and the responses correlated positively to each item in table 2. 3.3. Students’ Motivation in Learning Grammar The respondents distributed their perceptions concerning with their motivation in learning grammar. They are prepared to be English teachers who have good knowledge of grammar. It was found that 78.6% of the respondents strongly agreed; 17.3% agreed; and only 4% disagreed. (see item 1 table 3). http://www.iaeme.com/IJMET/index.asp 1830 editor@iaeme.com
Students’ Perceptions towards the Grammar Teaching at English Literature Department of Musamus University Table 3. Students’ Motivation in Learning Grammar RESPONSES No STATEMENTS SA A D SD f(%) f(%) f(%) f(%) English teacher should have 1 59 (78.6) 13 (17.3) 3 (4) 0 (0) good knowledge of Grammar. Mastering Grammar in order to be able to understand clearly 2 47 (62.6) 26 (34.6) 2 (2.66) 0 (0) what other people are saying in English. Mastering Grammar in order to 3 52 (69.3) 19 (25.3) 4 (5.33) 0 (0) be able to speak English well. Mastering Grammar in order to 4 be able to produce the good 61 (81.3) 14 (18.6) 0 (0) 0 (0) writing. Mastering Grammar in order to 5 be able to comprehend the 41 (54.6) 30 (40) 4 (5.33) 0 (0) English texts. The respondents’ views on mastering grammar for listening comprehension (see item 2 of table above) were 62.6% strongly agreed; 34.6% agreed; and 2.6% disagreed. Successively, mastering grammar to speak well were 69.3% strongly agreed; 25.3% agreed and only 5.33% disagreed, mastering grammar to produce the good writing were 81.3% strongly agreed; 18.6% agreed and none of the respondents disagreed with this statement, mastering grammar for reading comprehension were 54.6% strongly agreed; 40% agreed and the rest 5.33% disagreed. The findings simply indicated that students were highly motivated in learning grammar. They wanted to have good ability in four language skills by mastering grammar. 3.4. Students’ Learning Style Students have their own style in learning such as visual learning, etc. The distribution of respondents’ perceptions regarding with their preference in learning grammar or their learning style, it was shown that 50.6% strongly agreed; 32% agreed; 14.6% disagreed; and 2.66% strongly disagreed that students did independent learning by doing grammar exercises to examine their comprehension of grammar (see item 1 of table 4). On the contrary, there were still 40% of respondents strongly agreed; 45.3% agreed; 9.33% disagreed; and 5.33% strongly disagreed who liked studying in group, because they could be actively participated in class. Additionally, group work can make one understand clearly about material given to group which obtained 44% strongly agreed; 38.6% agreed; 16% disagreed; and 1.33% strongly disagreed. Table 4. Students’ Learning Style RESPONSES No STATEMENTS SA A D SD f(%) f(%) f(%) f(%) I myself learn by doing grammar exercises to 1 38 (50.6) 24 (32) 11 (14.6) 2 (2.66) examine my comprehension of grammar. I like studying in group, I 2 30 (40) 34 (45.3) 7 (9.33) 4 (5.33) become pro-active. http://www.iaeme.com/IJMET/index.asp 1831 editor@iaeme.com
Casimirus Andy Fenanlampir and Natalia Manuhutu By group work, I can 3 understand clearly about the 33 (44) 29 (38.6) 12 (16) 1 (1.33) material given to group. I feel more helpful through 4 lecturer’ explanation of 37 (49.3) 36 (48) 1 (1.33) 1 (1.33) English Grammar rules. When the example of English Grammar rules is 5 firstly given, I am then able 26 (34.6) 31 (41.3) 15 (20) 3 (4) already to understand its explanation. I can understand it well when the explanation firstly 6 36 (48) 28 (37.3) 11 (14.6) 0 (0) given and followed by its example. It was also found that 49.3% of respondents strongly agreed; 48% agreed; and only 2.66% disagreed that they feel more helpful through lecturer’s explanation of English grammar rules in learning grammar. The respondents seemed to like teaching grammar inductively and deductively (see item 5 and 6 of table 4). It was evidently shown that the examples of grammar rules are firstly presented prior to its explanation obtained 34.6% strongly agreed; 41.3% agreed; 20% disagreed; and only 4% strongly disagreed. Lastly, the explanation is firstly presented prior to its example obtained 48% of respondents strongly agreed; 37.3% agreed; and only 14.6% disagreed. 3.5. Students’ Difficulties in Learning Grammar In learning, students have definitely difficulty, so does in learning grammar. It was evidently denoted that 45.3% of respondents disagreed; 21.3% strongly agreed that lecturers’ instruction given to students is not clear. Even so, there were still 8% strongly agreed; and 25.3% agreed. Explanation of English grammar rules is not clear gained 8% of respondents strongly agreed; 18.6% agreed; but 52% disagreed and 21.3% strongly disagreed. No hand-out/module provided as the source of learning. In fact, the result obtained to this statement was only 2.66% strongly agreed; 13.3% agreed; 33.3% disagreed; and 50.6% strongly disagreed. It implied that there was hand-out given to students as the source of learning in class or at home. Table 5. Students’ Difficulties in Learning Grammar RESPONSES No STATEMENTS SA A D SD f(%) f(%) f(%) f(%) Instruction given to students is 1 6 (8) 19 (25.3) 34 (45.3) 16 (21.3) not clear. Explanation of English 2 6 (8) 14 (18.6) 39 (52) 16 (21.3) Grammar rules is not clear. No handout/module provided as 3 2 (2.66) 10 (13.3) 25 (33.3) 38 (50.6) the source of learning. It can be simply seen from the findings gained; it implied that students perceived that the instruction and the explanation given to them are clear and understandable. http://www.iaeme.com/IJMET/index.asp 1832 editor@iaeme.com
Students’ Perceptions towards the Grammar Teaching at English Literature Department of Musamus University 4. THE STUDENTS’ PERCEPTIONS ON GRAMMAR TEACHING APPROACHES There are various approaches in teaching English; some of them usually used to teach grammar are inductive-deductive and implicit-explicit. Following is the result of the investigation on students’ perceptions regarding to the activities in structure class. This section discusses the students’ perceptions towards the use of the approaches to the teaching of grammar in structure classes. 4.1. Perceptions on Activities in Teaching and Learning Grammar Activities in teaching and learning grammar involved various approaches and strategies. Explicit and implicit teaching seemed to be students’ fondness of the activities for teaching and learning grammar. 30.6% strongly agreed; 53.3% agreed; but only the rest 16% disagreed that lecturers explain English grammar rules at the beginning (see item 3 of table 6 below). Moreover, 38.6% disagreed; 21.3% disagreed that lecturers’ explanation were given at the end of teaching and learning activity, though 14.6% strongly agreed; and 25.3% of respondents agreed (see item 4). In addition, 37.3% agreed that lecturers have students to make groups during teaching and learning grammar; and 54.6% of respondents preferred to discuss in pairs though. Table 6. Students’ Perceptions on Activities in Teaching and Learning Grammar RESPONSES No STATEMENTS SA A D SD f(%) f(%) f(%) f(%) Lecturers have students to 1 13 (17.3) 28 (37.3) 23 (30.6) 11 (14.6) make groups. Lecturers have students to 2 16 (21.3) 41 (54.6) 13 (17.3) 5 (6.66) discuss in pairs/ with peers. Lecturers explain English 3 Grammar rules at the 23 (30.6) 40 (53.3) 9 (12) 3 (4) beginning. Lecturers give the explanation of English Grammar rules at 4 the end of activity after giving 11 (14.6) 19 (25.3) 29 (38.6) 16 (21.3) related examples through text to be identified. Explanation of English 5 Grammar rules is helpful to do 42 (56) 33 (44) 0 (0) 0 (0) the exercises. Students read the text to 6 identify the structure 30 (40) 38 (50.6) 5 (6.6) 2 (2.66) (Grammar) in the text. Listening activity (news, short 7 29 (38.6) 26 (34.6) 24 (32) 6 (8) story) to identify grammar. Contrastive analysis of 8 English Grammar with 20 (26.6) 34 (45.3) 10 (13.3) 11 (14.6) Indonesian Grammar. http://www.iaeme.com/IJMET/index.asp 1833 editor@iaeme.com
Casimirus Andy Fenanlampir and Natalia Manuhutu The findings also denoted that 56% strongly agreed; 44% agreed; and none disagreed that the explanation of English grammar rules helps students to do the exercises. While 50.6% agreed; and only 8% of respondents disagreed that students read the text to identify grammar in the text (see item 6). Nevertheless, it was found that 38.6% strongly agreed and only 8% strongly disagreed to add listening activity such news, short story in teaching and learning in order to identify grammar. As regards to adding contrastive analysis of English grammar with Indonesian grammar in teaching and learning activity, it was found that 26.6% of respondents strongly agreed; 45.3% agreed; 13.3% disagreed; 14.6% strongly disagreed. These figures denote evidently that students were not just led by the lecturers but they also did self-discovery. 5. DISCUSSION The discussion covers some aspects that contribute to the students’ perceptions on grammar teaching. It starts by looking at the discussion about the importance of teaching and learning grammar that covers students’ interest and motivation as well as the students’ learning style and difficulties in learning grammar; and the discussion about how grammar is taught, implicitly or explicitly. 5.1. The Importance of Teaching and Learning Grammar Principally, grammar is a crucial element in a language. Thereby, mastering grammar is important, because it is essential to master English; particularly to be fluent in speaking, and to write well. Talking about the importance of teaching and learning grammar, it can be seen in the result of previous tables starts from students’ interest in learning grammar, students’ motivation in learning grammar, students’ learning style and students’ difficulties in learning grammar. The results showed that majority of the students perceived grammar teaching positively. The importance of grammar keeps students interested and highly motivated in learning grammar. As the finding evidently showed that 77.3% of respondents strongly agreed that they were interested because it is important to master grammar, it is not far contrast to Male’s study in 2011; 70% of respondents strongly agreed that grammar plays important role in the study of English. The findings of the research also showed that majority of respondents are motivated to learn grammar in order to have good speaking ability, producing good writing, etc. Male’s study (2011) revealed that 35% of his respondents agreed that mastering grammar to write well and to be able to communicate in English. In regards to learning style, ½ respondents or 38 students agreed to go for learning by doing. It implied that students tended to do independent-learning, they practice frequently after class. In addition, students seemed to prefer group-work rather than individual work. Apart from that, there might be difficulty in teaching and learning grammar. However, the finding evidently denoted that students did not found any obstacle in structure classes. They were facilitated with module or handout from lecturers. It can be said, eventually, that the result of this study is equal to Male’s study (2011) in which majority of respondents found grammar important in teaching and learning grammar. 5.2. Teaching Grammar: Implicit or Explicit Teaching grammar is on the debate. The endless debate is about how to teach grammar (Male, 2011). Two approaches were exposed to the respondents, namely implicit and explicit. There are various activities in these approaches, such as; Explanation of English Grammar rules, reading authentic texts, listening activities (news, short story), and contrastive analysis of English and Indonesian Grammar in which many respondents agreed to adding these activities in teaching grammar. http://www.iaeme.com/IJMET/index.asp 1834 editor@iaeme.com
Students’ Perceptions towards the Grammar Teaching at English Literature Department of Musamus University Palacios (2006) argued that teaching grammar should be explicit because it is important for learners’ language competence, also explicit approach deals with language and its proper use. However, Brown (2001) asserted that implicit approach seemed to help grammar mastery because teaching grammar implicitly might internalize knowledge of language. Instead, from the data that researcher got, it is surprisingly revealed that majority of respondents preferred to experience both explicit and implicit in structure classes. Lyrnch (1995) supported that teaching grammar should be explicitly and implicitly. On the contrary, Palacios’ study (2005) revealed that majority of his participants found explicit grammar teaching helpful to their language competence. The result of this research seemed also contrast to Male’s study (2011) in which majority of participants were fond of explicit teaching of grammar instead of implicit one. In the summary, from the findings shown previously, it can be said that having led by lecturers is not only what students experience in teaching and learning grammar but also getting themselves to do self-discovery in structure classes such as independent learning through group project, and the result of questionnaire in overall denoted that students of English Study Program perceived grammar teaching positively. 6. CONCLUSION The results of this investigation showed that a majority of students English Literature Department of FKIP-UNMUS perceived grammar important in studying English. They also perceived that grammar is essential to master English, though it is confusing and difficult to understand because it differs from Bahasa Indonesia. Moreover, students mostly viewed that mastering grammar enables one to be good in listening, speaking, reading and writing. However, a majority of students did not perceive that grammar plays important role in communicative context or speaking. Regarding with explicit and implicit teaching of grammar, it was revealed that the students English Literature Department of FKIP-UNMUS preferred to experience both explicit and implicit teaching. Listening activity such as news, short story; contrastive analysis, reading English text are the activities that majority of students agreed to add in teaching and learning in order to help them to identify grammar. Apart from that, students were well-facilitated in structure classes because they were given hand-out or module as their source of learning. Furthermore, students perceived that group- work and pair-work are helpful for their understanding of English grammar. Through all findings, it can be concluded that students of English Literature Department gave positive perceptions on grammar teaching. REFERENCES [1] Azar, B. (2007). Grammar-Based Teaching: A Practitioners’ Perspective. Journal of Teaching as a Second or Foreign Language. Vol. 1, No. 2. New York. [2] Betaubun, M., Madya, S. and Margana (2018)a. Reconceptualization of English Learning in the Border Region of the Republic of Indonesia-Papua New Guinea, International Journal of Mechanical Engineering and Technology, 9(9), pp. 525–530. [3] Betaubun, M; Madya, S; Margana. (2018)b. Description Of English Language Learning In The Border Of Merauke - Papua New Guinea, International Journal of Mechanical Engineering and Technology, 9(11), pp. 990–994. [4] Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. Second Edition. New York. Pearson Education. http://www.iaeme.com/IJMET/index.asp 1835 editor@iaeme.com
Casimirus Andy Fenanlampir and Natalia Manuhutu [5] Creswell, J. W. (2008). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Third Edition. New Jersey. Pearson Education International. [6] Freeman, D. L. (2003). Teaching Language: From Grammar to Grammaring. Boston. Heinle-CENGAGE Learning. [7] Jarmila, S. (2006). Teaching Grammar at the Basic School according to the Framework Educational Programme. Masaryk University. [8] Johnson, B., & Christensen, L. (2008). Educational Research: Quantitative, Qualitative and Mixed Approaches. Third Edition. University of Michigan. SAGE. [9] Lyrinch, G. (1995). Learning the English verb. Language Teaching Publication. [10] Male, H. (2011). Students’ Views on Grammar Teaching. Journal of English Teaching Vol. 1. Jakarta. Christian University of Indonesia. [11] Palacios, M. I. (2006). The Teaching of Grammar Revisited. Listening to the Learners’ Voice. University of Santiago. [12] Sudjana, N. (1989). Penelitian & Penilaian Pendidikan. Bandung: Sinar Harapan Algesindo. [13] Utami, W., & Bambang, Y. C. (2006). The Teaching of EFL Speaking in the Indonesian Context: the State of the Art. Jurnal Bahasa dan Seni. Tahun 34, No.2. http://www.iaeme.com/IJMET/index.asp 1836 editor@iaeme.com